This article emerged as a case study from a fact-finding mission of a joint programme between the Centre for Commonwealth Education (CCE) in Cambridge University and the Institute for Educational Planning and Administration (IEPA) in University of Cape Coast, Ghana, to embed innovative approaches to teaching and learning in the basic schools of the latter country. The strategy was to enhance the leadership capacity of the headteachers. A leadership for learning (LfL) model with five seminal principles was used to guide and direct the change process. It was organized on the basis of capacity building whereby CCE provided expertise consultation and Ghanaians contextualized learning materials, and their execution. At the close of the second year, the qualitative case study involving four schools revealed that conspicuous changes were indeed taking place at different levels. The case study also provided evidence that LfL tended to be a broad systemic ideology that relied on the collective effort of various stakeholders.